All schools in Connecticut will have school-wide learning communities in which the conditions for collective responsibility and early intervention are embedded into daily practice in order to improve outcomes for all students.
Components of EIP:
- Leadership
- Collegial support and family partnerships
- Strategic decision-making
- Assessment and reflective practice
- Instructional repertoire
- Accountability and documentation
Belief Statements:
- District and building-level administrators understand the philosophy and underlying principles of early intervention contributing to the development of school-wide learning communities and a continuum of support that utilizes flexible teaming and partnerships to address all levels of concerns in an immediate manner.
- Building principals act as instructional leaders and effectively and persistently communicate the vision of early intervention to all staff, parents, and students. The principal understands and applies the characteristics of effective schools in the management of instructional programs.
- The school climate is conducive to teaching and learning. School-family-community partnerships are present and positive; parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school achieve that mission. There is a climate of high expectations for all students to attain mastery of essential skills and content. Staff believe that, collectively, they have the capability to help all students achieve mastery.
- Student academic progress is measured frequently. A variety of assessment procedures are used. The results of the assessments are used to inform practice and improve individual student performance. There is evidence of data-based decision-making with an emphasis on the analysis of data to ensure the focus area in need of improvement is clearly defined and the accuracy of the intervention.
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